Demonstrating the Effect of Surfactant on Water Retention of Waxy Leaf Surfaces

Chiu, Yu Chun; Jenks, Matthew A.; Richards‐Babb, Michelle; Ratcliff, Betsy B.; Juvik, John A.; Ku, Kang‐Mo

doi:10.1021/acs.jchemed.6b00546

Cited by 15 publications

(18 citation statements)

References 26 publications

(46 reference statements)

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“…A majority of respondents agreed or strongly agreed with the statements “I can utilize a smartphone or smart device to collect data for plant science experiment.” (88.0%) and “I enjoyed using my smartphone or smart device when completing this experiment” (72.0%). This result corresponds with previous findings that students are comfortable and enjoy using their smartphones in the laboratory environment as an educational tool . Respondents also agreed they “…can conduct inferential statistics” (74.7%).…”

Section: Surveysupporting

confidence: 88%

“…(88.0%) and "I enjoyed using my smartphone or smart device when completing this experiment" (72.0%). This result corresponds with previous findings that students are comfortable and enjoy using their smartphones in the laboratory environment as an educational tool [15]. Respondents also agreed they "…can conduct inferential statistics" (74.7%).…”

Section: Surveymentioning

confidence: 99%

“…On the other hand, smartphones have been used as complementary educational tools as students can use smartphones to share lecture‐related information instantly via email and social media or record experiment progress . By using smart devices in the laboratory setting, students can expand their capacity to conduct an experiment by taking photographic images with further image analysis at home . In this experiment, students are encouraged to use their smartphones to collect experimental data to increase engagement and participation in learning about allelopathy.…”

Section: Introductionmentioning

confidence: 99%

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Demonstration of allelopathy of horseradish root extract on lettuce seed

Simpson

Chiu

Richards‐Babb

et al. 2019

Biochem Molecular Bio Educ

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Allelopathy plays crucial roles in invasive plant viability and agricultural production systems. However, there is no well‐established hands‐on learning activity to teach the concept of allelopathy. Nor is there an activity which allows students to gain knowledge about glucosinolates and their corresponding enzyme, myrosinase, which are present in almost all Brassica crops. Lettuce germination was counted by the students from three different treatments including water treated with Parafilm sealing, horseradish treated with Parafilm sealing, and horseradish treated without Parafilm sealing. Additionally, lettuce root length was measured by students using ImageJ software from each treatment using pictures captured by students' smartphones. Students took an identical quiz as a pre‐laboratory and a post‐laboratory assignment. Their average scores on the pre‐laboratory and post‐laboratory quizzes were 3.14 and 6.56 out of 10, respectively, indicating the lab activity significantly improved students' understanding of allelopathy and glucosinolate‐myrosinase system. In addition, students (n = 76) completed a survey post‐laboratory to assess their self‐efficacy. This simple and cost‐effective laboratory activity improved students' knowledge and skill development as it made learning more inviting, meaningful, and fun. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):333–340, 2019.

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Section: Surveysupporting

confidence: 88%

Section: Surveymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Demonstration of allelopathy of horseradish root extract on lettuce seed

Simpson

Chiu

Richards‐Babb

et al. 2019

Biochem Molecular Bio Educ

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“…To evaluate the efficacy of the laboratory activity, we appended a Likert survey (Table 1) to the lab handout and asked that students complete it along with answering lab discussion questions that were due the following week. Methods for the survey were modified from Turk (2016) and Chiu et al (2016). The goal of the survey was to evaluate the success of the module in achieving the three learning objectives noted above.…”

Section: Methodsmentioning

confidence: 99%

Plants are Not Sitting Ducks: Teaching Module on Plant Biochemical Interactions with Insects

Smith

Kariyat

2017

Natural Sciences Education

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Core Ideas Plant–caterpillar bioassays are ideal, low‐cost research tools to investigate plant–herbivore interactions and underlying genetic, chemical, and physical aspects of plant biology. We present methods and results for a caterpillar bioassay that was conducted by students in an introductory biology class. This teaching module illustrates: (1) genetic control of plant defense traits in Arabidopsis thaliana, (2) the importance of chemicals in biological/ecological interactions, and (3) the interplay of plant defenses and herbivore responses. The widespread misperception of plants as passive organisms—providing the backdrop against which the more active members of the animal kingdom play out the drama of life—presents both a challenge and an opportunity for integrating plant science into classrooms. The challenge is to show students that plants are, in fact, lively organisms that actively perceive and respond to their environments. And, the opportunity is that understanding plant community interactions can provide students a window onto the hidden complexity of the living world. Here, using ecological knowledge derived from chemical ecology and molecular genetics, we present a hands‐on teaching module that illustrates plants’ defenses at work against insect herbivores with bioassays that can be accomplished without any specialized laboratory equipment. Using caterpillar preference as an indicator of plant defense status, students can observe the differential defense abilities of wild‐type and mutant Arabidopsis thaliana (Brassicaceae) lines that vary in their production of defense compounds (glucosinolates). To demonstrate the feasibility of these assays in a biology classroom, we present student‐generated data from experiments that were performed in an undergraduate biology class. We gauged the effectiveness of the teaching module with a Likert survey, which indicated that students enjoyed the investigation and achieved our learning goals with regard to plant biology and ecology. This module can be tailored to different education levels and can effectively elucidate a wide range of basic and advanced life‐science concepts, ranging from the ecology and biochemistry of trophic interactions to adaptation and co‐evolution.

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“…As a result, smartphones are promising tools for use in field analysis in remote regions and developing countries. , In education research, there have been numerous reports using smartphone cameras in chemical analysis. Some examples include for titration end-point determination, , in colorimetric studies of chemical kinetics, − for measuring contact angle, for paper-based colorimetric microfluidic devices, and as a detector component in 3D printed spectrophotometers. , Kuntzleman et al and Knutson and Jacobson have shown that RGB image analysis of chromophore-containing samples photographed with an irradiant background (in their examples, colored and white PowerPoint slides, respectively) can be used as a visible-light spectrophotometer. , In this example, spectral analysis is limited to red, green, and blue channelsthus, the method presumably works best with chromophores that absorb purely red, green, or blue wavelengths. Given that most college students have access to or possess a smartphone or digital camera, colorimetric and absorbance-based smartphone analyses are well-suited for chemistry experimentation at home.…”

Section: Introductionmentioning

confidence: 99%

At-Home Colorimetric and Absorbance-Based Analyses: An Opportunity for Inquiry-Based, Laboratory-Style Learning

Destino

Cunningham

2020

J. Chem. Educ.

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In light of COVID-19 in spring 2020, we developed a simple and versatile inquiry-based, laboratory-style active learning colorimetry experiment amenable to at-home quantitative analysis. In this experiment, students acquire an external calibration method using aqueous solutions of a self-selected chromophoric analyte from household products using a smartphone camera and RGB image analysis. We report typical student-obtained results for a 5point external calibration method using RGB image analysis and solutions prepared with green food colorant and blue food colorant. Solutions were prepared using common kitchen measuring tools, glass drinking cups served as sample cells or cuvettes, images were acquired with a smartphone camera, and image analyses were conducted using RGB analysis software. Results show analytical data can be readily obtained for both colorimetric and absorbance-based analyses. Experientially, results show that throughout method development students are challenged with various quantitative analysis learning objectives, including basic concepts about light−matter interactions, analytical solution preparation, chemical concentrations, unit analysis, significant figures, statistical analysis, and analytical figures of merit (i.e., method robustness, linearity, and sensitivity, etc.). Furthermore, by bringing chemistry into the home, students are challenged to be creative and access a wide range of problem-solving and critical thinking skills, some of which may not be exercised in traditional laboratory experiments and projects.

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Demonstrating the Effect of Surfactant on Water Retention of Waxy Leaf Surfaces

Cited by 15 publications

References 26 publications

Demonstration of allelopathy of horseradish root extract on lettuce seed

Demonstration of allelopathy of horseradish root extract on lettuce seed

Plants are Not Sitting Ducks: Teaching Module on Plant Biochemical Interactions with Insects

At-Home Colorimetric and Absorbance-Based Analyses: An Opportunity for Inquiry-Based, Laboratory-Style Learning

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